Are you looking for a trauma-informed way to address challenging behavior?
Behavior charts, rewards, and punishments don't work, and we know why. Traditional discipline is broken. It doesn’t result in improved behavior or relationships between adults and children. The Collaborative Problem Solving approach is an effective form of relational discipline that reduces concerning behavior and caregiver stress while building skills, empathy, and relationships between adults and children.
Join Dr. J. Stuart Ablon and Elizabeth Buchholz
to learn what Collaborative Problem Solving® is all about!
Collaborative Problem Solving® (CPS) CPS is an evidence-based, neuro-biologically informed, trauma-sensitive, and child and family centered approach. It aims to identify the root causes of challenging behavior and unmet expectations, understanding that these are often due to lagging skills. Through this understanding, CPS empowers you to work collaboratively with children to find effective solutions.
Revolutionize your professional and personal approach to addressing challenging behavior
This self-paced course for clinical, residential, therapeutic day programs, and partial hospitals introduces the principles of Collaborative Problem Solving® (CPS), an evidence-based, trauma-informed approach that helps children meet expectations, reduces concerning behavior, builds skills, and strengthens relationships with adults.
Join us to:
- Understand what really causes challenging behavior or unmet expectations in the children in your care.
- Learn how lagging skills contribute to challenging behaviors.
- Discover the three ways to respond to challenging situations.
- See how the Collaborative Problem Solving approach can positively change interactions in your setting.
This self-paced course will take approximately 1 hour and 30 minutes to complete.
Complete with practical examples, quizzes for comprehension, and a certificate of completion, this course is your first step towards creating a more compassionate, effective care environment.
Course Curriculum
J. Stuart Ablon, Ph.D.
Dr. Stuart Ablon is the Founder and Director of Think:Kids in the Department of Psychiatry at Massachusetts General Hospital. An award-winning psychologist, Dr. Ablon is Associate Professor and the Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry at Harvard Medical School. He is the author of three books, Changeable, hand-picked by Malcolm Gladwell, Adam Grant, Dan Pink, and Susan Cain for their Next Big Idea Club, The School Discipline Fix, and Treating Explosive Kids: The Collaborative Problem Solving Approach.
Dr. Ablon received his doctorate in clinical psychology from the University of California at Berkeley and completed his training at Massachusetts General Hospital and Harvard Medical School. One of the world’s top-rated thought-leaders and keynote speakers, Dr. Ablon teaches educators, parents, clinicians, managers, and leaders a very different approach to understanding and addressing challenging behavior of all types and in all people. Dr. Ablon has helped hundreds of organizations throughout the world implement the Collaborative Problem Solving approach.
Elizabeth Buchholz
Elizabeth is a Certified Trainer and Consultant and works with learners across the Collaborative Problem Solving (CPS) learning continuum. She provides training and coaching for organizations, implementation consultation sessions, and facilitates learning through the Certification program.
Elizabeth has experience working directly with youth and families using Collaborative Problem Solving in residential treatment, private day schools, and treatment foster care. As an Organization Learning Manager for a statewide nonprofit, she provided training and consultation in Collaborative Problem Solving and Implementation to staff and families in each of these settings. Elizabeth also led the direct care team in a large residential facility using the CPS approach as both a human resources management approach and as the guiding philosophy for interacting with and treating clients and families.
Elizabeth received a bachelor’s degree in Criminal Justice with a minor in Philosophy and a master’s degree in Nonprofit Studies with a concentration in Implementation Science and Trauma Informed Care from the University of Richmond.
